| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 100 === The purpose of this survey was to investigate the bullying prevalence of the gifted students in junior high schools. Gifted eighth graders (N=246) in Taipei city participated in this retrospective study, which explored the prevalence of being bullied and being a bully during nine school years. Data were collected by a self-developed questionnaire and were analyzed by IBM SPSS Statistics 19.0, applying descriptive statistics analysis, independent sample t-test, One-Way ANOVA. The findings were as the following:
1.Prevalence of being bullied at some time dring nine school years (K-8) was 46.7%, among which 48.7% was female, and 45.0% was male.
2.The top five most prevalent kind of bullying were as the following in descending order: (1) being made fun of, (2) being called names, (3) being called unacceptable nicknames, (4) being socially excluded, (5) being pushed or shoved around.
3.28.1% seventh graders had experienced at least one kind of bullyinig with the frequency higher than once a week,which was the most prevalent grade, following by 24.4% eighth graders and 22.4% sixth graders. There were significant differences among the prevalence of five types of bullying in different grades. The prevalence ascended as the grade added on, and usually peaks at six to eight grades.
4.The top five worst impact of being bullied were as the following in descending order: (1) being made fun of, (2) being called unacceptable nicknames, (3) being socially excluded, (4) being called names, (5) being hit.
5.There were significant differences among the psychological impact of being bullying. Among the five type of bullying, Relational Bullying bothered the gifted students most, followed by Verbal Bullying, Physical Bullying, Sexual Bullying, and Criminal Bullying.
6.There were significant differences between the impact of those incidencs being categorized as school bullying and those not being defined as though.
7.While the incidence not being defined as school bullying, the rationales utilized by the gifted junior high school students were as the following: (1) They were just kidding. (2) It was accidental, not intentional. (3) The harm was minimal and acceptable. (4) The perpetrator didn’t mean it. (5) The victim still can fight back or defend him/herself. (6) Bullying was developmentally normal or part of human nature.
8.While the incidence being categorized as school bullying, the rationales applied by the gifted junior high school students were one of the following: (1) The victim was harmed or upset. (2) It targeted repeatedly at the same person. (3) It transgress normal human interaction or boundaries. (4) The perpertrator meant it or caused substancial harm.
|
|---|
